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"Computer science Study and teaching (Elementary)"
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Lessons in Teaching Computing in Primary Schools
Lesson planning and subject knowledge go hand in hand in this exciting new edition covering all teachers need to know to confidently teach the computing curriculum as well as explore opportunities for cross-curricular teaching.
eBook
Teaching Computing Unplugged in Primary Schools
Teaching primary computing without computers?The Computing curriculum is a challenge for primary school teachers. The realities of primary school resources mean limited access to computer hardware. But computing is about more than computers. Important aspects of the fundamental principles and concepts of computer science can be taught without any hardware. Children can learn to analyse problems and computational terms and apply computational thinking to solve problems without turning on a computer.This book shows you how you can teach computing through 'unplugged' activities. It provides lesson examples and everyday activities to help teachers and pupils explore computing concepts in a concrete way, accelerating their understanding and grasp of key ideas such as abstraction, logic, algorithms and data representation. The unplugged approach is physical and collaborative, using kinaesthetic learning to help make computing concepts more meaningful and memorable.This book will help you to elevate your teaching, and your children's learning of computing beyond the available hardware. It focuses on the building blocks of understanding required for computation thinking.
eBook
Code-It Workbook 4
Code IT Primary Programming SeriesBasic computer coding is now among the most important skills a child can have for their future.
eBook
Code-It Workbook 1
Code IT Primary Programming SeriesBasic computer coding is now among the most important skills a child can have for their future.
eBook
Science Learning and Instruction
Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.
eBook
Changing a Generation's Way of Thinking: Teaching Computational Thinking Through Programming
Computational thinking (CT) uses concepts that are essential to computing and information science to solve problems, design and evaluate complex systems, and understand human reasoning and behavior. This way of thinking has important implications in computer sciences as well as in almost every other field. Therefore, we contend that CT should be taught in elementary schools and included in every university's educational curriculum. Several studies that measure the impact of teaching programming, analytical thinking, and CT have been conducted. In this review, we analyze and discuss findings from these studies and highlight the importance of learning programming with a focus on the development of CT skills at a young age. We also describe the tools that are available to improve the teaching of CT and provide a state-of-the-art overview of how programming is being taught at schools and universities in Colombia and around the world.
Journal Article
A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge
Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is discussed within a perspective of designing an authentic computational thinking curriculum with a focus on real-world problems. The second issue is addressed within the framework of technological pedagogical content knowledge explicating in detail the body of knowledge that teachers need to have to be able to teach computational thinking in a K-6 environment. An example of how these ideas can be applied in practice is also given. While it is recognized there is a lack of adequate empirical evidence in terms of the effectiveness of the frameworks proposed herein, it is expected that our knowledge and research base will dramatically increase over the next several years, as more countries around the world add computer science as a separate school subject to their K-6 curriculum.
Journal Article
Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education
Primary school students often find it difficult to understand the differences between two dimensional and three-dimensional geometric shapes. Taking advantage of the ability of virtual and augmented reality to visualize 3D objects, we investigate the potential of using virtual and augmented reality technologies for teaching the lesson of geometric solids to primary school children. As part of the study 30 fourth, fifth and sixth class primary school students were divided into three groups that include a control group and two experimental groups. The first and second experimental groups used dedicated virtual and augmented reality applications to learn about geometric solids, while students from the control group used traditional printed material as part of the learning process. The results indicate that the implementation of new technologies in education of virtual and augmented reality improve interactivity and student interest in mathematics education, contributing to more efficient learning and understanding of mathematical concepts when compared to traditional teaching methods. No significant difference was found between virtual and augmented reality technologies with regard to the efficiency of the methods that contribute to the learning of mathematics, suggesting that both virtual and augmented reality display similar potential for educational activities in Mathematics.
Journal Article
The impact of computer science education in primary schools: Evidence from a randomized controlled trial in Iraq
With the growing digitization of society, there is a need to enhance computational thinking as an indispensable skill for modern daily life. Consequently, computer science education for children at early ages has become increasingly important. This study conducts a randomized controlled trial to examine the impact of the interventions using educational robotics as well as computer-aided mathematics drills (via a “math app”) on students’ performance in primary schools in Basra, Iraq. We provide several new empirical findings. First, the short-run impact of robotics-based learning on computational thinking is positive and statistically significant for girls, particularly poor performing girls, but not for boys. Second, the impact on computational thinking is augmented by introducing a math app, further improving computational thinking. Together, these two interventions also enhance general intelligence. Third, the positive impact was still evident more than three months after the interventions for girls who received both computer science and math education, suggesting their complementarity. Our results show that computer science education using educational robots in primary schools is effective in enhancing computational thinking and relevant skills.
Journal Article